logical-reasoning-conceptualization-and-critical-thinking.ppt

Program: Business Management Studies
Course Title: Logical Reasoning, Conceptualization,
and Critical Thinking
Course Code:
Total Credits: 1.5
Total lecture Hours: 7.5
Course Lecturer: Uwem Essia

COURSE OVERVIEW AND OUTLINE
Course Description
•Solving problems using logically coordinated thought
pattern and actions.
•How to organize thoughts and actions following a
sequentially arranged logic.
•How to form concepts, conceptualize and
operationalize, and define measures.
•Critical thinking or critical analysis, and solving problems
using the rules of science.
Pedagogic Goal
•The students competencies for identifying and dealing
with issues in research and life situations increase.

Pedagogic Objectives
• The students understand the different reasoning forms
and types of fallacies.
• Students form concepts and determine the most
appropriate approach to measure them.
• The student identify problems and build frameworks
for solving them to the effectively and efficiently.
Learning Objectives
• The students identify and address fallacies in
discussions and arguments.
• The students prepare arguments, research reports and
discourses that are broadly acceptable.
• The students’ capacity to make scientific and fact-
based enquiries improved.

A. COURSE OVERVIEW AND OUTLINE
Learning Outcomes
• The students become more comfortable working with facts,
drawing conclusions that are justified scientifically, and
reducing the resort to wishful thinking and conjectures.
• Content
• Section 1: Logical Reasoning
– What is logical reasoning?
– Types of Logical Reasoning
• Deductive reasoning
• Inductive reasoning
• Abductive reasoning
• 1.3. Fallacies
• 1.3.1. Formal fallacies
• 1.3.1.1. Propositional fallacies
• 1.3.1.2. Quantification fallacies
• 1.3.1.3. Syllogistic fallacies

• 1.3.2. Informal fallacies
• 1.3.2.1. Faulty Generalization
• 1.3.2.2. Red herring fallacies
• 1.3.2.3. Conditional or questionable fallacy
Section 2: Conceptualization
• 2.1. Definitions
• 2.1.1. Concepts
• 2.1.2. Conceptualization
• 2.1.3. Concepts and Conceptualization
• 2.2. Approaches of Conceptualization
• 2.3. Operationalization
• 2.3.1. Measurement Reliability
• 2.3.2. Measurement Validity

• 2.4. Developing Tests and Measures for Concepts
• 2.4.1. Meaning analysis
• 2.4.2. Inclusion analysis
• 2.4.3. Exclusion analysis
• 2.4.4. Theoretical necessity
• 2.5. Why Conceptualization is Important
• 2.6. Conflicts in Measurement Validity
• 2.7. Levels of Measurement
• 2.7.1. Nominal Measures
Section 3: Critical Thinking
• 3.1. Who is a critical thinker?
• 3.2. Critical thinking Skills
• 3.3. Procedures for Critical Thinking
• 3.4. Critical thinking and far-mindedness

Section 1: Logical Reasoning
1.1. What is logical reasoning?
•Logical reasoning supports the attachment of
meaning to analyzed information.
•Information is often incomplete and differences in
contexts can affect meaning. For example:
– A gathering by the road side can be due to a number of
reasons.
– A smile can represent some happy gesture or pretense.
1.2. Types of Logical Reasoning
•Three types of logical reasoning - deductive,
inductive and abductive - are distinguishable.

1: Logical Reasoning ..1
•Given a precondition or premise, a conclusion or logical
consequence and a rule or material conditioning that ensures
that the conclusion is achieved, one can explain that:
1.2.1.Deductive reasoning
– The truth of a conclusion can be determined for that rule,
based solely on the truth of the premise.
– For example, "smokers are liable to die young”. Gordon is
a smoker. He is therefore liable to die young.
– This type of logic is used in mathematical and philosophy.
– Deductive reasoning allows us to draw conclusions that
must hold given a set of facts (premises).

1.2.2. Inductive reasoning
– A rule after a number of successful trials is taken to be
a conclusion that follows from a precondition in terms
of such a rule.
– For example, “several smokers have died young”,
therefore smokers are liable to die young.
1.2.3. Abductive reasoning
– Given a true conclusion and a rule, a valid premise is
abducted to support the conclusion, though not
uniquely.
– For example, people who start to smoke early tend to
die young.

1: Logical Reasoning .. 3
1.2.3. Abductive reasoning
–A young man died. Therefore, he may have been a smoker.
–This kind of reasoning is used to develop hypotheses, which
in turn can be tested by further reasoning or data analyses.
–Diagnostic and detective investigations adopt this type of
reasoning.

1.3. Fallacies
• Fallacies occur when arguments are not logical
either because:
–the premise is wrong,
–the rule or material conditioning is incorrect,
–the conclusion is inappropriate.
• A fallacy is an incorrect argument in logic and
rhetoric.
• It undermines an argument's logical validity and
soundness.
• Fallacies are either formal or informal.

1: Logical Reasoning …5
1.3. Fallacies
1.3.1. Formal fallacies
•A formal fallacy is an error in logic that is obvious in
the argument’s form.
•It is either the premise, conditioning or conclusion or
a combination of all or any is wrong.
•All formal fallacies are specific types of non-sequiturs
(do not follow).
•Some types of formal fallacies include:
Anecdotal fallacy – using an individual’s experience or
isolated case to draw conclusions on universal issues.

1.3. Fallacies
Argument from fallacy – falsifying a conclusion because
an argument leading to it is fallacious.
Masked man fallacy – substituting a different but
identical subject in a true statement.
1.3.1.1. Propositional fallacies
•A propositional fallacy is an error in logic that concerns
compound propositions.
•For a compound proposition to be true, the constituent
parts must logically and relevantly connect.
•Types of Propositional fallacies include:

1.3.1.1. Propositional fallacies
Affirming a disjunct – concluding that one disjunct of a
logical disjunction must be false because the other
disjunct is true;
– E.g.. A or B; if A, therefore not B.
Affirming the consequent – concluding that the
antecedent in an indicative conditional is true because
the consequent is true;
– E.g., if A, then B; B, therefore A.
Denying the antecedent – concluding that the
consequent in an indicative conditional is false because
the antecedent is false;
– E.g., if A, then B; not A, therefore not B.

1: Logical Reasoning … 8
1.3.1.2. Quantification fallacies
•A quantification fallacy is an error in logic where the unit of
measuring the premise contradicts with that of the conclusion.
•This includes an existential fallacy, wherein an argument that is
based on a universal premise leads to a particular conclusion.
1.3.1.3. Syllogistic fallacies
•This involving three propositions; a formal deductive argument
made up of a major premise, and minor premise, and a
conclusion.
•For example, all cars are driven with petrol, Mazda is a car,
therefore Mazda drives with petrol.

1: Logical Reasoning … 9
1.3.2. Informal fallacies
•Arguments that are fallacious for reasons other than structural (formal)
flaws.
•This usually requires examination of the argument's content. For
example:
Appeal to the stone (argumentum ad lapidem) – dismissing a claim as
absurd without demonstrating proof of its absurdity.
Argument to moderation (argumentum ad temperantiam) – assuming
compromise between two views to be always correct.
Begging the question (petitio principii) – providing what is essentially the
conclusion of the argument as a premise.
Equivocation – the misleading use of a term with more than one meaning,
by glossing over which meaning is intended at a particular time.
Fallacy of composition – assuming that something true of part of a whole
must also be true of the whole.

1.3.2.1. Faulty Generalization
•A faulty generalization is produced when a
conclusion is reached from weak premises.
•The premises may be remotely related to the
conclusions but weak or inadequate to buttress the
conclusions. Examples include the following:
Cherry picking: highlighting individual cases to
support a particular position, while ignoring a
significant portion of related cases that may
contradict that position.
Hasty generalization : basing a broad conclusion on a
small sample due to insufficient statistics or jumping
to a conclusion (secundum quid).

1.3.2.2. Red herring fallacies
• An error in logic where a proposition is, or is intended to be,
misleading in order to make irrelevant or false inferences.
• This is an irrelevant argument that is intended to draw
attention away from the subject of argument. E.g.;
Ad hominem – attacking the arguer instead of the argument.
Appeal to authority - (argumentum ab auctoritate) – an
assertion deemed to be true because of the authority of the
person asserting it.
Appeal to emotion - an argument made to manipulate
emotions or weep sentiments, instead of being logical.
Association fallacy (guilt by association) – arguing that because
two things share a property they are the same.

1.3.2.3. Conditional or questionable fallacy
•Broken window fallacy – an argument that disregards
lost opportunity costs associated with what appears to be
a gain.
•The money paid to a window repairer could have been
spent on other things.
REVIEW QUESTIONS
1. What is a fallacy? Explain with examples the difference
between formal and informal fallacies.
2. Identify and discuss 3 formal fallacies that you know.
3. Identify and explain at least 3 types of informal
fallacies.

Section 2: Conceptualization
2.1. Definitions
2.1.1. Concepts
•Concepts are mental constructs developed to symbolize ideas,
persons, things, or events (symbolic interaction).
•A concept helps us to isolate and separate a class of
phenomena from the others.
2.1.2. Conceptualization
•Conceptualization is the process of specifying a term (so that
others know what it is), giving it cognitive borders.
•In deductive research, conceptualization helps to translate
portions of an abstract theory into specific variables that can be
used in testable hypotheses.
•In Inductive research, conceptualization is an important part of
the process used to make sense of related observations.

2: Conceptualization ..1
2.1.3. Concepts and Conceptualization
•E.g., if we say that poverty directly correlates to an
increase in criminality, then we need to say what is
criminality and how it can be measured.
•Conceptual definitions are multi-dimensional.
– It can be ideological, experiential, ritualistic,
consequential or intellectual.
– We will sometimes need to determine if something is
tall or big, black or dirty, clean or white, and so on.
•Conceptualization is the process of specifying what is
meant by a term.

• It involves taking portions of an abstract theory and
translating them into hypotheses with measurable
elements.
• For instance, to work on poverty, a researcher needs to
define the context of poverty relevant to the study.
• Four approaches - criterion-related measure,
alternative criterion measure, related measure and
subjective measure are commonly used.
• Conceptualization is a process of defining the agreed
meaning of the terms for a context.
• Indicators are identified to mark the presence or
absence of a concept.
• Some concepts have more than one aspect or facet,
called dimensions.

2.2. Approaches of Conceptualization
•Criterion-Related Measure – comparing an
occurrence to a standard or criterion. E.g., to measure
poverty we can compare family income against the
"poverty line."
•Alternative Criterion – measuring the possibility of
an occurrence by an alternative. E.g., assessing the
level of poverty by asking how often a family had to
do without certain things, such as food or clothing?
•Related Measure – selecting a baseline level or
standard. E.g., for poverty the most common measure
is to define the lowest income earners as those living
in poverty.

2: Conceptualization … 4
Subjective Approach
•using a proxy or related and assessable measure.
•E.g., for poverty, what is can be done is to ask
individuals how poor they feel relative to their peers.
•The sample population can also be asked if their
family received food aid or whether their children
received free lunch at school (where such subsidies
are only available to families who live below the
poverty line).
•The respondents can also be asked how often they
went hungry or without another necessity.

2.3. Operationalization
•Conceptualization allows the researcher to define
the relevant concepts, thereby giving the study a clear
focus.
•Thereafter, operational definitions are required to
define the procedures or steps used in measuring a
concept and identifying the appropriate performance
indicators.
•An operational definition must be specific and
unambiguous, and linked directly to the study
purpose.

2: Conceptualization ….6
2.3. Operationalization
•Three key elements of operationalization are as
follows:
– What is the necessary range in variation in measuring
your concept?
– How fine must the measure indicate variation between
the attributes of a variable?
– Which dimensions are important to your study?
2.3.1. Measurement Reliability
•The measurement is reliable when an instrument
consistently measures the variable of interest.

2: Conceptualization .. 7
2.3.1. Measurement Reliability
•Reliability of the measures can be assured through; test-
retest method, alternative-form method, internal
consistency method, split-half reliability method, item-
total reliability method and ensuring inter-observer or
inter-coder agreement.
•The reliability coefficients should be at least equal to
70% to demonstrate a reliable measure.
2.3.2. Measurement Validity
•A measurement is considered valid when the empirical
measure observes what it purports to observe.
•The key validity question is “does the measure
appropriately (adequately and accurately) reflect the
meaning of the concept?”

2.3.2. Measurement Validity
•Validity of measurement can be enhanced by
ensuring content validity, face validity, expert panel
validity, criterion validity, predictive validity
•Concurrent validity, construct validity, convergent
validity, discriminant validity and representational
validity
2.4. Developing Tests and Measures for Concepts
•The methods that can be used to develop meaningful
tests/measures of concepts include:
– meaning analysis, inclusion analysis, exclusion analysis,
and theoretical necessity.

2: Conceptualization …9
2.4.1. Meaning analysis
•Firstly review scholars’ definitions of the terms and
evaluate agreements and disagreements about the terms
in the literature.
•Secondly, review the different uses of the terms and the
relative successes.
– Focus more on popular use of the terms, and evaluate
dimensions within scales/measures for multiple
components.
– Sticking close to common use of terms makes it easier for
others to understand what we are doing.
•Thirdly, identify the sub-concepts. It is often the case
that a single word may stand for very different ideas.

2.4.2. Inclusion analysis
•Firstly, identify and articulate actual events or objects or
behaviors that exemplify the concept.
•Secondly, test the extent that the concept includes real
life situation, and review the concept if considered not
all-inclusive.
2.4.3. Exclusion analysis
•Review the content and context of the actual events,
objects and behavior that are covered by the concept to
determine their relevance.
•This may require checking to see that similar but distinct
examples do not get scored as examples of the concept
under study.
•The unnecessary aspects are either removed or the
definition rewritten for more inclusiveness.

2.4.4. Theoretical necessity
•It is not always the case that the selected concept fits the
context of a theory.
•Where the concept was constructed independently, it may
be necessary to adapt it to fit within the theory under study.
2.5. Why Conceptualization is Important
•Theory development and modeling are dependent on
concepts.
•Conceptualization is the first step in explication. It is an
intellectual process that takes us from vagueness and
ambiguity to clearer and more useful ‘constructs’.

• Continual review of conceptual definitions should occur as a result of
new research.
• The concepts other researchers use, and their findings should be
taken into account in future researches.
• Continuing refinement of concepts is part of scientific progress.

2.6. Conflicts in Measurement Validity
•The fact that concepts are multi-dimensional can render
operationalization problematic.
•E.g., to operationalize how in-house training affects
productivity, we need to say how “improved
productivity” is measured
– more working hours, more income generated or more
output per unit of time, and so on.
2.7. Levels of Measurement
•The mathematical precision that the values of a variable
can be expressed.
•The levels of measurement cannot be determined
without considering both the concept and the measure.

2.7. Levels of Measurement
•Measurement can be nominal or qualitative.
•Nominal measurement is qualitative and devoid of
mathematical interpretation.
•Quantitative levels of measurement are precisely
mathematical; ordinal, interval, and ratio.
2.7.1. Nominal Measures
•The nominal measurement varies in kind or quality but
not in amount.
•For example, using the variable “types of trousers”, one
can say a jean is not equal to a velvet.
•But it will be wrong to say that a jean is more a trouser
than a velvet and vise-versa.

2.7.1. Nominal Measures
•Variables only have attributes that are mutually
exclusive and exhaustive.
•Names or labels are offered for the attributes
characteristics.
•Measurement is by counting the frequencies of each
attribute.
•Example: What is your primary source of news?
Television, newspapers, radio, magazines, internet or
others.

2: Conceptualization …16
2.7.2. Quantitative Measures
Ordinal Measures
•Here only the order of the cases, in terms of “greater
than” and “less than” or “indifferent” are
distinguished.
•Given A, B, and C, it is A is preferred to B, B is
preferred to A, or there is no difference between A and
B.
•These are variables that can be logically rank-ordered.
•The attributes of a variable indicate relatively more or
less of that variable.

2.7.2. Quantitative Measures
Ordinal Measures
•The actual distance between the attributes of a variable is
imprecise.
•Example: How important are newspapers as your news
source compared to the TV?
– not very important, fairly important, very important, and
most important source.
Interval Measures
•Measurement can lie in-between two absolute numbers with
no absolute zero point.
•Measure variables that the distance between the attributes
is important.

Interval Measures
•Measure assumes the logical distance between the attributes of
the variables through standard intervals.
•E.g., Newspapers are an important source of news information for
me.
Strongly Agree Agree Neither Agree nor Disagree
Disagree Strongly Disagree
Ratio Measures
•Fixed measuring units with an absolute zero point.
•On a ratio scale, 10 can be two points higher than 8 or is two
times greater than 5.
•Ratio numbers can be added, subtracted, multiplied or divided.
•Measures are based on a true zero point. Example: What is your
age?

Review Questions
1. What are concepts? Attempt to constructs an explain 3 concepts of your choice.
2. What is conceptualization? Conceptualize a relationship between events, activities or
occurrences.
3. Attempt to conceptualize and contextualize corruption in Cameroon.
4. Attempt to operationalize how a clean environment can mproves well being.
5. Discuss with examples 4 approaches to conceptualization.
What is operationalization? Attempt to operationalize the concept of gender-based violence.
• Discuss the 3 key elements of operationalization.
• Discuss measurement reliability and validity. How are they applicable in social science
research?
– Discuss the different methods that can be used to develop measures for concepts.
– Explain what is meant by nominal or qualitative measure. Show how nominal measure can be used to
explain Cameroonians’ preferences to stay at home or travel to the USA
• Discuss the quantitative measures that you know.

Review Questions
6. Attempt to operationalize the concept of gender-
based violence.
7. Discuss the 3 key elements of operationalization.
8. Discuss measurement reliability and validity. How
are they applicable in social science research?
9. Discuss the different methods that can be used to
develop measures for concepts.
10. Explain what is meant by nominal or qualitative
measure.
11.Discuss the quantitative measures that you know.

Section 3: Critical Thinking
3.1. Who is a critical thinker?
•A critical thinker follows reason and evidence wherever
they may lead.
•Adopts a systematic approach to problem solving,
inquisitiveness, even-handedness, confidence in
reasoning, and metacognition.
•Three elements are involved, as follows:
– Strong disposition towards considering problems
thoughtfully, studying and applying past experience.
– Ability to make inquiries and reason logically.
– Competencies for logical reasoning and problem
solving.

3: Critical Thinking ..1
• Critical thinking supports internalization and construction
of basic ideas, principles, and theories inherent in content.
• Critical thinking supports the implementation of ideas,
principles, and theories as become necessary.
• The core concepts of critical are problem solving, analyzing
information, Interpreting information, recognizing bias,
understanding diverse points of view, applying information
and learning.
• These core values are embedded in subject-specific content
of different disciplines.
• Critical thinking, also called critical analysis, which allows
for well-reasoned and thought out ideas.
• Critical thinking involves skillfully conceptualizing, applying,
and evaluating information to reach conclusions.

• Disciplined and reflective thinking informed by evidence.
• It promotes purposeful, self-regulatory and contextual
considerations upon which sound judgment is based.
3.2. Critical thinking Skills
• Ability to determine evidence through reality and isolate
the problem from context.
• Ability to set up the relevant criteria for making the
judgment well, and draw conclusions or form judgment
• Ability to construct theoretical and conceptual models for
understanding the problem and question at hand.
• Ability to engage in solving problems and taking decisions.

3: Critical Thinking ….4
3.3. Procedures for Critical Thinking
•Problem Identification – the thinker should identify the problem
and map its environment and ecosystem.
•Solution Identification – the thinker is able to identify the
solutions and prioritize them in the order of precedence.
•Information identification – the thinker is able to identify, gather
and organize the pertinent information.
•Risks and Assumptions identification – the thinker identifies and
assesses the risk and the assumptions (mitigations) for addressing
them.
•Appropriate Communication – the thinker is able to craft and use
the correct language to communicate the thoughts with accuracy,
clarity, and discernment.
•Information interpretation – the thinker understands and
interprets situations and data, appraise evidence, and evaluates
arguments.

3: Critical Thinking … 5
• Logical connectivity – the thinker is able to recognize the
existence (or non-existence) of logical relationships
between propositions, events and actions.
• Valid conclusions – the thinker draws informed conclusions
and generalizations
• Testing Conclusions – the thinker applies the conclusions
and generalizations to related or similar situations.
• Reconstructing material and non-material reality – the
thinker is able to alter patterns of beliefs on the basis of
new information or wider experience.
• Universalization – the thinker is able to render defensible
and accurate judgments about specific things and qualities
in everyday life.

3: Critical Thinking … 6
3.4. Critical thinking and far-mindedness
•Critical thinking promotes fair-mindedness.
•To be fair-minded one needs to have intellectual humility,
intellectual integrity, intellectual courage, intellectual autonomy,
intellectual empathy, intellectual perseverance, and confidence in
reason.
Intellectual humility
•knowing one’s ignorance, being aware of one’s biases and
prejudices, accepting the limitations of one’s viewpoint, and wanting
to continue knowing.
Intellectual integrity
•To be true to disciplined thinking and holding oneself to the same
standards that one expects others to meet.
•It means practicing daily what one advocates for others (walking the
talk).
•It implies avoiding all forms of cognitive dissonance (that is,
believing one thing and doing another).

3.4. Critical thinking and far-mindedness
Intellectual courage
•To have confidence in reason, and reach conclusions
through rational thinking.
•To support people to think for themselves, form
insightful viewpoints, and draw reasonable conclusions.
•Rely on good reason and sound evidence.
Intellectual autonomy
•Thinking for oneself while adhering to standards of
rationality.
•Thinking through issues independently rather than just
accept the viewpoints of others.
•However, critical thinkers are not willful, stubborn, or
unresponsive to the views of others.

Review Questions
1. Describe a critical thinker.
2. How is critical thinking linked to logical reasoning and
conceptualization?

Bibliography
1) Wikipedia (2014) Critical thinking
2) Hardegree (undated), Symbolic Logic Chapter One: Basic
Concepts of Logic
3) Walker Center for Academic Excellence (undated)Using
Critical Thinking Skills to Be a Better Student
4) Wikipedia (2015) Conceptualization
5) Peter Flach (2007) Simply Logical Intelligent Reasoning by
ExampleJohn Wiley & Sons
6) Sharon Bailin, Roland Case, Jerrold R. Coombs and Leroi B.
Daniels (1999) Conceptualizing critical thinking j.
curriculum studies, 1999, 31(3), 285 – 302
7) Wikipedia (2015) Critical Thinking

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